Indoor Air Quality - Tools for Schools Action Kit for Canadian Schools
Chapter 8: Classroom Checklist
This checklist is intended for use by:
- Teaching staff
- Custodial staff
This checklist discusses these major topic areas:
Instructions
- Read the IAQ Action Kit - Introduction, Backgrounder and How to Get Started sections.
- Read each item on this checklist. Check off each box (
 ) as you complete the activity.
- Check the triangle (
 ) if you do not require help with the activity OR check the circle ( ) if you need additional help.
- Return this checklist to the school board's IAQ coordinator and keep a copy for future reference.
Name
Room or Area
School
Date Completed
Signature
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Introduction
The IAQ Action Kit is a practical tool to help school boards and school employees understand and address indoor air quality (IAQ) problems. The kit provides clear and easily applied information that can be used to improve the indoor environment of schools, help prevent indoor air quality problems, and resolve problems promptly if they do arise.
This checklist provides instructions to help teachers and custodial staff identify and prevent potential IAQ problems in school classrooms.
The tasks identified in this checklist should only be performed by or with the assistance of a trained professional in that field. In performing tasks in this checklist, applicable federal, provincial, territorial and municipal regulations and guidelines should be respected including local fire regulations, building codes and occupational health and safety codes.
General Cleanliness
Regular and thorough cleaning of classrooms is important to ensure good indoor air quality. Classrooms also require some basic attention during low/no use periods such as class changes and holidays.
Unsanitary conditions can attract insects and vermin, leading to possible indoor air quality (IAQ) problems. The overuse or improper use of pesticides for secondary control of insects, vermin, and head lice can cause IAQ problems. The presence of dirt, moisture, and warmth also stimulate the growth of moulds and other microbiological contaminants.
Eating or drinking in classrooms introduces additional sources of contamination due to spills. Carpeted classrooms are particularly problematic since it can be difficult or impossible to adequately clean the floors. Hard surfaced flooring is much easier to keep clean. While janitors or custodians typically clean the classroom, teachers can also play an important role in promoting and maintaining classroom cleanliness.
Make sure that the classroom is cleaned properly
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Make sure the classroom is dusted and vacuumed thoroughly and regularly.
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Make sure blackboards/whiteboards are cleaned properly.
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Make sure trash is removed daily.
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Make sure food is not kept in the classroom overnight.
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Store food, if any, in tightly sealed containers.
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Look for signs of pests.
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Make sure desks and lockers are cleaned regularly.
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Classroom is cleaned thoroughly and regularly.
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Need help with cleaning or pest control. |
Clean spills promptly
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For spills on carpets, contact custodial staff immediately (carpets should be cleaned properly and dried within 24 hours).
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Request that heating, ventilation, and air conditioning (HVAC) components be cleaned if spilled liquid or debris enters the equipment.
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Report previous spills on carpets or in HVAC components because they can affect current indoor air quality.
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No spills.
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Need help with spill clean up. |
Animals
Excrement from animals is known to contain toxic fungi and pathogenic bacteria. Certain individuals, in particular those with asthma, are sensitive to animal fur, dander, body fluids, and feces, and may experience reactions to these allergens. Furthermore, individuals can become sensitized (become allergic) by repeated exposure to animal allergens. Check your school policy on keeping animals in classroom areas.
Minimize exposure to animal allergens
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Keep animals in cages as much as possible; do not let them roam.
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Clean cages regularly.
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Ensure a plan and supplies are in place for cleaning up excrement.
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Keep animals away from ventilation system vents to minimize the circulation of animal allergens.
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Investigate alternatives to keeping live animals in the classroom (e.g. field trips or visits).
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No animals are in classroom.
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Animal management plan is consistent with school policy.
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Need help with animal management. |
Protect asthmatic and other sensitive students
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Consult the school health officer or nurse about student allergies or sensitivities (privacy laws may limit the information that health officials can disclose).
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Ask parents about potential allergies (in a note that students take home, or during parent-teacher conferences).
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Ask new students whether they have any allergies.
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Locate sensitive students away from animals and habitats.
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No animals are in classroom.
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No students have animal allergies.
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Students with allergies have been identified.
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Need help determining if students have allergies. |
Blackboard/Whiteboards
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Use low-dusting chalk and maintain general cleanliness.
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On whiteboards, use markers that release low levels of volatile organic compounds (VOCs).
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Do not use portable brush cleaners, vacuums, or other processes that generate or release dust.
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Board use and maintenance is acceptable.
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Need help with board use and maintenance. |
Drain Traps
Drain traps can become a problem when they are used infrequently; the water in the drain trap evaporates and allows sewer gases to enter the room or the water becomes stagnant.
Fill drain traps regularly
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Request a list of all drain traps and locations.
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Pour water down floor drains once per week.
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Run water in sinks weekly to ensure that service water does not stagnate in supply lines, and drain traps are flushed and filled.
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Flush toilets at least once per week.
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Drain traps are filled regularly.
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Need help filling dry drain traps regularly. |
Excess Moisture
Excess moisture contributes to the growth of mould and mildew, which causes odours and other IAQ problems. Excess moisture is the result of condensation on cold surfaces, leaking or spilled liquid, or excess humidity.
Note condensate (condensed water, frost, or "fog") on cold surfaces
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Windows, window sills, and window frames
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Cold water pipes or fixtures
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Indoor surfaces of exterior walls and floors
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No condensate found.
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Excess condensate found.
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Need help controlling excess condensate. |
Check for leaks or signs of moisture from plumbing or roofs
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Around and under classroom sinks
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In classroom lavatories
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Ceiling tiles, walls and floors (discoloration may indicate periodic leaks).
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No leaks or signs of moisture found.
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Found leaks or signs of moisture.
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Need help addressing leaks or excess moisture. |
Thermal Comfort
Temperature and relative humidity can affect comfort and IAQ. Changing thermostat settings or opening windows to try to control temporary fluctuations in temperature can worsen comfort problems, and can also have an adverse effect on other parts of the school.
Check comfort factors
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Temperature (generally 20 - 24°C)
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Draftiness
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Direct sunlight shining on students
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Humidity too high (<60% relative humidity [RH]) or too low (>30% RH)
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Room is typically comfortable.
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Need help, room is frequently uncomfortable. |
Ventilation
Ventilation is the process by which stale indoor air is exhausted to the outside and outdoor air is drawn into the building. The classroom may have either mechanical ventilation (supplied by fans) or natural ventilation (operable windows). Improperly operated or poorly maintained ventilation systems may cause IAQ problems. Odours, or the temptation to use scented air fresheners, may indicate a ventilation or air contamination problem. The ventilation system can carry air contaminants from another location in the school to a classroom, or from a classroom to other school areas.
Determine how the classroom is ventilated
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Locate unit ventilator or other dedicated ventilation equipment (if any).
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Locate air supply and air return vents (if any).
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Determine whether classroom windows are operable (if there is no mechanical ventilation system).
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Located the ventilation equipment.
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Located the air supply and return vents.
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Determined whether windows are operable.
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Need help determining the type of ventilation. |
If the classroom has mechanical ventilation, confirm that air is flowing into the room from the air supply vent(s)
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Discuss the proper operation of the classroom heating and ventilating equipment with the building operator.
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Check for airflow by holding a strip of lightweight plastic or piece of tissue paper near the air supply vent(s). If air is flowing, the plastic or tissue will flutter away from the supply vent.
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Make sure that the airflow is not diverted or obstructed by books, papers, furniture, curtains, or other obstacles. Never place anything on top of unit ventilators.
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Note any times when or conditions where the ventilation operation seems to change or be interrupted.
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Air is flowing without obstruction.
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Need help, no air supply or other problems noted. |
If the classroom has mechanical ventilation, confirm that air is flowing from the room into the air return grille(s)
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Check for airflow at air return grille(s) in the same manner as described for the previous activity. If air is flowing, the plastic or tissue will be pulled toward the air return grille. Alternatively, a piece of plastic that nearly covers the grille will stick to the face of the grille if air is flowing.
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Make sure that the airflow is not obstructed by books, papers, furniture, curtains, or other obstacles.
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Air is flowing without obstruction.
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Need help, air is not flowing or problems noted. |
Check for unexplained odours
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Vehicle exhaust
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Kitchen/food
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"Chemical" smell
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Mould or mildew
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Other
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No unexplained odours in classroom.
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Found source of odours and corrected problem.
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Need help, sometimes smell unexplained odours in classroom. |
Building Envelope
The condition of the building envelope (floors, walls, and ceiling) is an important component of IAQ management. Certain conditions may indicate serious future problems, such as signs of moisture, unusual odours or changes in the colour of ceilings, walls, or floors.
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Assess the condition of the floor coverings. Worn or dirty carpets can be a source of contaminants. Cleaning with chemicals, improper drying, or vacuuming without adequate filtration will increase the release of contaminants from carpets.
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Open window coverings to maximize natural light.
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Note any unusual observations and record the time and building use conditions.
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Note any unusual odours, including damp or musty smells.
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Note any discoloured, damp or smelly building components or obvious signs of mould.
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No building envelope problems noted.
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Need help with building envelope problems. |
Materials
The storage of materials in a classroom can contribute to indoor air contamination and may interfere with the ventilation system operation and custodial practices.
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Minimize the storage of materials and supplies within the classroom.
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Conduct an annual inspection and inventory. Discard all unnecessary components. Be ruthless. Junk collecting causes problems.
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Do not store materials, boxes or other components against exterior walls. This can create cold spots and problems with mould growth.
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Millwork, shelves and furniture should not be placed against exterior walls unless they are designed for this purpose.
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Arrange the classroom so it's easy for custodians to clean. They cannot clean what they cannot reach.
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No material storage problems found.
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Need help with material storage. |
Odours
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Note any unusual odours, chemical smells, or damp/musty conditions.
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Note any excessive dust accumulation.
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No odour problems found.
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Need help with odour problems. |
Occupants
Occupants may unintentionally bring different air contaminants into the indoor environment by wearing perfume, recently dry-cleaned clothing, or clothing soiled with spilled fuel or tobacco smoke, for example.
Indoor air quality can be improved by recognizing and minimizing contaminants that result from personal choices and lifestyles.
Minimize contaminant sources
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Encourage discussion within the classroom to raise awareness of and improve cooperation on IAQ issues.
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Minimize the use of scented personal care products.
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Provide remote storage for odourous or contaminated clothing and footware.
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Check lockers regularly.
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Arrange seating to minimize the exposure of students who are sensitive to classroom odours.
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Note any unusual or chemical odours such as fuel/solvents/smoke on clothing.
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Develop a policy on food consumption in classrooms. Provide an area with hard surface flooring, where possible.
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Consider developing policies of fragrance use in consultation with provincial authorities.
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The classroom "culture" minimizes contaminants and encourages cooperation.
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No unusual occupant sources found.
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Need help with occupant sources. |
Note for teachers: Conduct the following activities as appropriate to your classroom.
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